Crystal meth addiction case study Essays

Crystal meth addiction case study Essays Crystal meth addiction case study Essay Crystal meth addiction case study Essay By the clip you are in simple you already have some cognition on drugs.They affect us in assorted ways, sometimes even personally.For Luke it became a personal issue. At foremost he began populating in the house of a crystal Methedrine nut to research the drug and see first-hand how it affected others. Originally he had no purpose of taking the drug, but after some clip he fell into enticement. Since the house he was populating in was full of crystal Methedrines and crystal Methedrine nuts it’s non surprising that this stoping up go oning. At first he would merely utilize it occasionally/recreationally. He felt that he could carry through more while utilizing it and that non-user were eldritch for non utilizing it. Harmonizing to him it was cheap, it helped him lose weight, and it was truly fun. â€Å"I felt originative, confident and productive.† ( Luke Williams ) But after sometime this recreational drug became something he could non populate without. Luke so became an nut and began to see psychotic episodes and aggression. Because of crystal Methedrine he felt that everyone was out to acquire him and wanted to kill him. This is when he realized that he needed to halt. He went to a infirmary, but they offered him reasonably much no aid and were really unsympathetic. The topographic point where he used to populate kicked him out and happening a topographic point to remain became a hard undertaking. He lived with other crystal Methedrine nuts but they began to toss out on him, go forthing him with no pick, but to return place. His parents were really sort and took him in and helped him with his dependence. Learning to get by with the after effects of crystal Methedrine was difficult, but with the aid of his parents he is now populating a normal healthy life style. Although he no longer has that many friends he feels better, because now he doesn ’t have bad influences around him. He realizes how dense he was for taking crystal Methedrine and encourages others to neer seek it ( Williams ) . But where did this drug that destroys so many places and lives come from? This drug is a semisynthetic stimulation that has been around for a long clip. Crystal Methedrine was originally made by the authorities during World War II to assist soldiers remain awake. But after recognizing the after affects it had on the soldiers the authorities decided to censor it. Most of the crystal Methedrine in the United States comes from Mexican ace labs. Although people still do it here in the U.S. it’s normally inside their places. It’s really unsafe to do because of the chemicals involved which are really explosive. Crystal Methedrine comes in clear chunky crystals resembling ice and is most normally smoked. You can place Crystal Meth nuts by certain characteristics/behaviors that they exhibit. One of the first things that you will get down to notice is that they do non care about their personal visual aspect or hygiene. They continually pick at their hair and tegument which doing themselves awful looking sores. And they get hickeies that are difficult to acquire rid of. They are besides more likely to steal to pay for their dependence. Angry effusions and temper swings are really common in crystal Methedrine nuts. Other affects it has on the organic structure is raising the organic structure temperature to an unnatural degree, so high that the user could go through out or even dices. They lose appetite and weight dramatically. Dilated students, rapid oculus motion, anxiety, confusion, insomnia, insecure sex, violent effusions, and jerking are some of the after effects of crystal Methedrine. Users can go paranoid and hear and see things that aren’t really at that place ( hallucina tions ) . ( Ratini ) But why do people take this drug? What makes it so habit-forming? The powerful haste people get from utilizing crystal Methedrine makes a batch of people get aquiline right from the start. When it s used, a chemical called Dopastat ( chemical in the encephalon that inundations parts of it that regulate feelings of pleasance ) . Users besides feel confident and energetic. A user can go addicted rapidly and shortly finds he will make anything to hold the haste once more. As he continues to utilize the drug, he builds up a tolerance. That means he needs higher doses to acquire the same high. The higher the dose of crystal Methedrine, the higher the hazards. How make you acquire clean from such a powerful drug? How do you emancipate yourself from its Fe appreciation? Since most people who try crystal Methedrines are instantly addicted to it, it’s really hard to acquire clean from it. Actually it’s one of the hardest drug dependences to crush. Peoples who are addicted to crystal Methedrines normally can non crush the dependence on their ain and require professional aid. They either need a professional counsellor or drug intervention plan. For the first few hebdomads their organic structures will travel into backdown and they will merely be able to eat and kip because their head and organic structure are excessively tired to make anything else. They will experience anti-social and may hold violent effusions. During the whole backdown your organic structure is shouting for Methedrine. This is the hardest portion of acquiring clean. Then they go through a honeymoon stage where they feel ace confident. Most people have a backsli ding during this minute because of how complete confident they are. Then comes more depression and ennui after this. Finally they move into the accommodation stage where they begin to set to society and life in general. Staying clean is a day-to-day pick so it’s an on-going recovery. But how does this drug impact your religious life? Can you still have a close relationship with God while making Crystal Meth? No, you can’t†¦ Of class the Bible neer straight negotiations about drugs but that’s because they were non around during those yearss. But it does speak about dependences. All of the apostolic exhortations to stay sober-minded and watchful are designed to remind us that we must be argus-eyed against the traps of the Devil who seeks to entrap us through misrepresentation. ( 1 Peter 5:8 ) ( 1 Corinthians 15:34 ; 1 Thessalonians 5:4-8 ; 2 Timothy 4:5 ; 1 Peter 1:13 ; 4:7 ; 5:8 ) All of these texts talk about being sober and how can you make that if you’re so high you don’t even cognize your name? Sobriety is besides of import for supplication ( 1 Peter 4:7 ) . As Christians, our organic structures are non our ain, we have been bought with a monetary value which is the blood of Christ ( 1 Peter 1:17-19 ) ( 1 Corinthians 6:19-20 ) . Having bought us with His ain life if we pollute or harm our organic structures we desecrate the House of God ( 1 Corinthians 3:16-17 ) . So I guess all this answers the inquiry if you can or can’t be high and still see yourself a devoted Christian. In the beginning I mentioned that Luke began to utilize the drug because he was naive of its effects on the human organic structure and what crystal meth really was. After reading all of this information I feel like he would believe twice earlier seeking the drug. Peoples don’t normally think about the effects drugs have on your organic structure and neer halt to see the after effects. But if it is all written out for you and personal testimonies are added so it’s a batch easier to halt and be informed about the drug. This type of information would hold saved Luke from a batch of hurting, adversity, and danger. And all though he wasn’t a Christian, the texts from the Bible can be really helpful to Christian young person who are experimenting with different things. Many people are nescient and believe that merely seeking a drug one time will non impact them subsequently on and that they are merely traveling to make it one time recreationally. Unfortunately this is non the instance 99 % of the clip. Because crystal Methedrine is so strong people get addicted to it the first clip they try it and it is truly difficult to halt the dependence that is why Luke had such a difficult clip. To forestall things like this from go oning we need to talk out against drug maltreatment and inform people on what Crystal Methedrine and drugs in general do to your organic structure. We need to allow them cognize that they take control of your life and leave you worse than you of all time were before. And combating drug dependence is a womb-to-tomb thing because your organic structure will ever hunger the drug. Crystal meth ruins 100s of lives, households, relationships, and places each twelvemonth that is why we must talk out against it now. Luke didn’t have people in his life to inform him, but think about the people you know that are messing around with drugs ; have you taken the clip to inform them? Don’t allow them travel through all the thing s Luke went through. Plants Cited Petit, Aymeric. J Addict Res. Methamphetamine Addiction: A Review of the Literature( 2012 ) : hypertext transfer protocol: //omicsonline.org/methamphetamine-addiction-a-review-of-the-literature-2155-6105.S1-006.php? aid=3893. Ratini, Melinda.crystal meth what should you cognize. 16 september 2014. 6 may 2015. A ; lt ; hypertext transfer protocol: //www.webmd.com/mental-health/addiction/crystal-meth-what-you-should_know A ; gt ; . Williams, Luke. life as a chrystal Methedrine nut . The saturday Paper2 8 2014: 2.

Learn 10 Facts About Sendai, Japan

Learn 10 Facts About Sendai, Japan Sendai is a city located in the Miyagi Prefecture of Japan. It is the capital and largest city of that prefecture, and it is the largest city in Japans Tohoku Region. As of 2008, the city had a total population of over one million spread over an area of 304 square miles (788 sq km). Sendai is an old city - it was founded in 1600 and its known for its green spaces. As such it is called The City of Trees.On March 11, 2011, however, Japan was struck by a magnitude 9.0 earthquake that was centered in the ocean just 80 miles (130 km) east of Sendai. The earthquake was so powerful that it caused a massive tsunami to hit Sendai and surrounding regions. The tsunami devastated the citys coast and the earthquake caused severe damage in other areas of the city and killed and/or displaced thousands of people in Sendai, Miyagi Prefecture and neighboring areas (image). The earthquake was considered to have been one of the five strongest since 1900 and it is believed that the main island of Japan (on which Sendai is located) moved eight feet (2.4 m) due to the earthquake. Geographic Facts About Sendai The following is a list of ten geographic facts to know about Sendai:1) It is believed that the area of Sendai has been inhabited for thousands of years, however, the city was not founded until 1600 when Date Masamune, a powerful landlord and samurai, relocated to the region and formed the city. In December of that year, Masamune ordered that the Sendai Castle be constructed in the citys center. In 1601 he developed grid plans for the construction of the town of Sendai.2) Sendai became an incorporated city on April 1, 1889, with an area of seven square miles (17.5 sq km) and a population of 86,000 people. Sendai quickly grew in population and in 1928 and 1988 it grew in area as a result of seven different annexations of nearby land. On April 1, 1989, Sendai became a designated city. These are Japanese cities with populations of over 500,000. They are designated by the cabinet of Japan and they are given the same responsibilities and jurisdictions as the prefecture level.3) In its ear ly history, Sendai was known as one of Japans greenest cities as it had a large amount of open space as well as a variety of trees and plants. However, during World War II, air raids destroyed many of these lands. As a result of its green history, Sendai has become known as the City of Trees and prior to the March 2011 earthquake and tsunami, its residents were urged to plant trees and other greenery at their homes.4) As of 2008, Sendais population was 1,031,704 and it had a population density of 3,380 people per square mile (1,305 people per sq km). Most of the citys population is clustered in urban areas. 5) Sendai is the capital and largest city of the Miyagi Prefecture and it is divided into five different wards (a subdivision of Japanese designated cities). These wards are Aoba, Izumi, Miyagino, Taihaku, and Wakabayashi. Aoba is the administrative center of Sendai and Miyagi Prefecture and as such, many government offices are located there. 6) Because there are many government offices in Sendai, much of its economy is based on government jobs. In addition, its economy is heavily focused on retail and the service sector. The city is also considered to be the center of the economy in the Tohoku region. 7) Sendai is located on the northern part of Japans main island, Honshu. It has a latitude of 38Ëš1605 N and a longitude of 140Ëš5211 E. It has coastlines along the Pacific Ocean and stretches to the Ou Mountains inland. Because of this, Sendai has a varied topography that consists of relatively flat coastal plains in the east, a hilly center and mountainous areas along its western borders. The highest point in Sendai is Mount Funagata at 4,921 feet (1,500 m). In addition, the Hirose River flows through the city and it is known for its clean waters and natural environment. 8) The area of Sendai is geologically active and most of the mountains on its western borders are dormant volcanoes. There are however a number of active hot springs in the city and large earthquakes are not uncommon off of the citys coast due to its location near the Japan Trench - a subduction zone where the Pacific and North American plates meet. In 2005 a magnitude 7.2 earthquake occurred about 65 miles (105 km) from Sendai and most recently the massive 9.0 earthquake struck 80 miles (130 km) from the city. 9) Sendais climate is considered humid subtropical and it has warm, wet summers and cold, dry winters. Most of Sendais precipitation occurs in the summer but it does get some snow in the winter. Sendais average January low temperature is 28ËšF (-2ËšC) and its average August high temperature is 82ËšF (28ËšC). 10) Sendai is considered a cultural center and it is home to many different festivals. The most famous of these is the Sendai Tanabata, a Japanese star festival. It is the largest such festival in Japan. Sendai is also known as being the origin for several different Japanese food dishes and for its specialty crafts. To learn more about Sendai, visit its page on the Japan National Tourism Organizations website and the citys official website.Sources:Japan National Tourism Organization. (n.d.). Japan National Tourism Organization - Find a Location - Miyagi - Sendai.  https://www.jnto.go.jp/eng/location/regional/miyagi/sendai.htmlWikipedia.com. Sendai - Wikipedia, the Free Encyclopedia. http://en.wikipedia.org/wiki/SendaiWikipedia.org. City Designated by Government Ordinance - Wikipedia, the Free Encyclopedia.  http://en.wikipedia.org/wiki/City_designated_by_government_ordinance_%28Japan%29

New Hire Education Tool Assignment Example | Topics and Well Written Essays - 500 words

New Hire Education Tool - Assignment Example Main areas of work include concept image and principles to maintain evidence-based culture in health care, research and education. By the analysis of patient data, nurses are able to create interventions that greatly improve the patients overall health (Saba, 2005). The main goal of nursing informatics and quality data management is the creation of a competent information management system that can readily accumulate and retrieve data that is related to the daily manner of a nurses work. Creating a system like this is important so that a nurse in a certain the country or world can easily access pertinent information that may have been accumulated in a far-away workplace. It is the liability of nursing informatics practitioners to expand these systems using the most recent information and computer technologies available. Nurses and other medical officers usually learn through personal experiences. Nevertheless, these medical professionals can also become skilled through the experiences of other individuals in their field. On a daily basis in thousands of diverse settings and scenarios, including medical clinics, doctors offices and hospitals, nurses encounter situations and setups they may not have encountered before. However, with the counsel and advice of those around them, they discover ways to deal with the issue and move on. By shortly documenting the condition, the explanation they chose and the decisive outcome and by documenting the information electronically, they make a road map that others in the field of medicine can pursue when they encounter parallel situations (Akay, 2001). Since the largest part, if not all, of the data and information produced in the field of nursing is delicate and sensitive, specifically to the degree that it includes data and information about exact patients, the expansion of nursing informatics systems is

The Global Village Finally Arrives Essay Example | Topics and Well Written Essays - 750 words

The Global Village Finally Arrives - Essay Example According to Lyer, the traditional metaphor for the changes globalization has made and is making to the world is that of a mosaic. The fragments that the world is composed of combine to make one big picture, and if you stand back to look at it from a good distance, it seems to be one image and those fragments are now part of a whole. As well as this, the mosaic itself is not static, and the fragments are constantly shifting this way and that to form new images. Using the mosaic as a metaphor illustrates how the lines of what constitutes national or country identity can begin to blur as cultures borrow heavily from one another. It also reinforces the idea that despite the love affair that many people have with all things American, it is definitely a give and take situation, where countries all over the world both give to and borrow from other cultures. â€Å"As fast as the world comes to America, America goes round the world†. (170) Globalization is driven by people – â€Å"defined†¦by an international youth culture that takes its cues from American pop culture.† (170) This may be true, but it is an America that is increasingly diverse, with the multitude of cultures in the country constantly borrowing ideas from each other, and from the world. Even as teens in Asia and Europe are wearing Levis jeans and watching American TV, Americans are eating sushi and watching Japanese anime cartoons. The America that sets the style for so many other countries is and always has been a melting pot for a host of different cultures and perhaps it is this that drives globalization now. American culture as a whole is surprisingly rich simply because it is a mix of so many different cultures. Interestingly, while globalization maybe more widespread than ever before, as Lyer points out, it is not a new thing. Cultural diversity has always existed, in Biblical times and before. Modern technology, however, has made a very significant contribution to the spread of globalization - in the age of phone, fax, internet, satellite television and rapid transit nothing is very far away anymore. As countries all over the world become increasingly modernized, they beam information all over the world, so that "the news is in Mandarin; today's baseball game is being broadcast in Korean". (169) Lyer's essay points out in no uncertain terms that globalization is a two-way street. The fascination of other countries with America has certainly been one of the driving forces. However, it is just as certain that America has always been a multi-cultural society, and borrows just as heavily from other cultures and nations as they do from

Martin Luther King Jr Essay Example for Free

Martin Luther King Jr Essay In 1998, an Atlanta Federal District Court judge ruled that Martin Luther King’s â€Å"I Have a Dream† speech was part of national history and that CBS did not need to seek permission to air it in an historical documentary that included a segment on the civil rights movement. The documentary, broadcast in 1994, incorporated a nine-minute excerpt of King’s historic speech. The King Corporation lawyers in the case argued that CBS had unlawfully used King’s â€Å"eloquent, creative, literary expressions. Arguing the decision before the 11th Circuit Court of Appeals, the King family succeeded in having it overturned two years later. Although the decision was the first to legally cement the King family’s rights, this was not the first time the copyright had become an issue, nor would it be the last. Presciently, King had copyrighted the speech a month after it was delivered and his heirs clung tenaciously to the idea that it was a bequest to them (Stout 16). Clarence Jones, King’s lawyer and confidant, filed suit against Twentieth Century Fox Records and Mr.  Maestro Records for issuing bootleg copies of the speech (Branch 886). However, King granted Motown Records permission to release two recordings of his speeches (â€Å"Great March to Freedom† and â€Å"Great March to Washington†), but told Motown founder Berry Gordy that he wanted the entire proceeds to be donated to the Southern Christian Leadership Conference (SCLC). When Gordy urged King to keep half of the royalties for himself and his family, King insisted it go to the SCLC so as not to give the impression that he was benefitting from the cause of civil rights (Posner 175–76). King’s family, like Gordy, has seen the speech as an important source of revenue, some of which undoubtedly has been used to promote King’s legacy. Since winning their appeal against CBS, the King family has continued to exploit the copyright of the speech, agreeing to sell the French telephone company Alcatel the right to use a digitally altered version of the event for a 2001 television commercial. The commercial 184 Martin Luther King Jr. ’s â€Å"I Have a Dream† Speech 185 shows King speaking jarringly absent the 250,000 people who had on that day lined the reflecting pool on the national mall. The commercial asks what would have happened if King’s words had not been able to â€Å"connect† with his audience (Szegedy-Maszak 20). Selling a permission to use the speech for a television commercial and engaging in legal wrangling about the news media’s right to rebroadcast the speech are not developments that could be predicted from the iconic status the speech has achieved in national history. Although the legal dimensions of the speech’s dissemination are of interest, we are primarily interested in how King’s speech has become a permanent fixture in the collective memory of American citizens despite the copyright controversy. In a recent book on the speech, Drew Hansen suggests that it is â€Å"the oratorical equivalent of the Declaration of Independence† (The Dream 214). What Edwin Black said of the Gettysburg Address is equally true of â€Å"I Have a Dream†: â€Å"The speech is fixed now in the history of a people† (Black 21). Far more than an ordinary written or performed text, King’s speech is now viewed as a text belonging to the nation, despite its current legal status. Coretta Scott King suggested that when King delivered the speech he was â€Å"connected to a higher power† (King). Whether or not divinely inspired, the speech has come to symbolize the civil rights movement and anchors collective public memory of the 1963 March on Washington for Jobs and Equality and of King himself. Although King’s â€Å"I Have a Dream† speech is now recognized as one of the most important speeches of the twentieth century, this has not always been the case. Reactions to the speech immediately following its delivery were mixed. Some praised the speech, while inexplicably others completely ignored it. How did King’s speech achieve its iconic status given the mixed reaction immediately following its presentation? Thinking of the speech as generative of its own fame supports the legendary aura that now surrounds it, but its elevated stature resulted from a gradual process of media dissemination and cultural amplification. The touchstones in this process included eventual comparisons of King’s rhetoric to Lincoln’s, media portrayals of King’s role in the civil rights movement following his assassination, and the appropriation of the speech as a synecdoche for that movement. The memory of Lincoln’s speech was fixed by print, while King’s speech was fixed by the electronic media. In 1863, no one realized that Abraham Lincoln’s humble â€Å"Remarks by the President† at the Gettysburg ceremony would have become part of national iconography. Years later, Carl Sandburg referred to it reverentially as the â€Å"great American poem,† but part of the apocryphal lore of the speech is that Lincoln truly believed the world would not â€Å"note nor long remember† what he and others said at Gettysburg. Senator Edward Everett, one 186 ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews of the great ceremonial orators of his day, had satisfied every expectation of his audience with an address that took him two hours to deliver. It had taken Lincoln only three minutes to utter his 272 words (Wills 68). Lincoln’s speech gradually reached a secondary audience through the accounts of newspapers; King’s speech was instantaneously heard and seen by radio listeners and television viewers numbering in the millions. For all its compelling metaphor and soaring imagery, â€Å"I Have a Dream† is more drama than poetry; as drama, it must be heard and seen. King’s rhetorical genius was oral, Lincoln’s written. Lincoln spoke transcendentally, while King spoke in the moment. Journalist Richard Carter, an eyewitness of the speech, reminds us that never before had a civil rights demonstration been aired live on national television (38). It was also the last such mass meeting to be broadcast (Branch 876). Of the ten civil rights leaders who spoke at the rally, King did most to ignite the crowd, but the impact on television audiences derived from the interplay of King, his speech, the response of the crowd, and even the frequent cutaways to Lincoln’s statue. Carter finds it â€Å"inexplicable† that television critic Kay Gardella of the New York Daily News, who acknowledged that the speech was the most moving of the rally, subordinated the impress of King’s words to the visual images that the television camera associated with them: â€Å"Most effective and meaningful,† she aid, â€Å"were the cutaways to Lincoln’s statue† (38). To those in the television medium who recorded the speech, and probably to those who watched it, the stone statue of the Great Emancipator amplified the combined effect of King’s lyrical words, mellifluous voice, and determined countenance. The symbolic interplay between King and Lincoln was also not lost on E. W. Kenworthy, who filed the front page story for the Times: â€Å"It was Dr. King—who had suffered perhaps most of all—who ignited the crowd with words that might have been written by the sad brooding man enshrined within† (1). James Reston, on the same New York Times front page, declared that King â€Å"touched the vast audience. Until then the pilgrimage was merely a great spectacle† (1). The Time Magazine article about the rally clearly understood the importance of King’s speech: â€Å"King’s particular magic had enslaved his audience,† Time said of the prepared portion of King’s text, while particularly praising the extemporized section with which the speech ended as â€Å"catching, dramatic, inspirational† (â€Å"Beginning†). Not every major news outlet recognized the importance of King’s speech. The Washington Post, for example, focused on the speech delivered by A. Philip Randolph, without even mentioning King’s (Branch 886). The historic and literary brilliance of Lincoln’s address at Gettysburg had also not been universally recognized by journalists. The fact that Lincoln’s speech became so famous is doubly remarkable when one considers how few people actually heard it or saw so much as a photograph of Lincoln delivering it. Illustrators would fill in the visual gaps that photographers likeMatthew Brady had left out. There is Martin Luther King Jr. s â€Å"I Have a Dream† Speech 187 only one photograph of Lincoln on the speaker’s platform and it was taken from some distance away (Kunhardt, Kunhardt, and Kunhardt 315). King’s speech, by contrast, was forever wedded to a set of visual images—of Lincoln’s statue, of the responsive throng, and of King himself, visibly moved by his own words. It is difficult to explain precisely how King’s speech went from privately copyrighted words to cherished public property, but surely the number of people who saw and heard and felt his speech live was an important ingredient. In the case of Lincoln’s speech, it helped that it was apparently spare and simple, something school children could easily read, memorize, and declaim. At eighteen minutes, King’s speech is roughly six times as long as Lincoln’s, but the dramatic climax of the speech is short enough to replay in honoring King or in the retelling of civil rights movement history, and the imagery of the speech is often striking. Both King’s and Lincoln’s speeches were tied to a momentous event, and the messages of both can be appreciated, if not fully understood, by successive generations without providing detailed historical context. The same cannot be said of Lincoln’s lawyerly and highly nuanced First Inaugural Address, or for that matter King’s Vietnam era antiwar speech, â€Å"A Time to Break Silence. † The addresses at Gettysburg and the Lincoln Memorial abridge tumultuous chapters in American history. Martyrdom, Memorialization, and Mass Circulation The martyrdom of Lincoln and King did much to propel rehearsals of their deeds and words. Pulitzer Prize winning historian David Garrow agrees with King biographer Drew Hansen that the speech received little further mention until after King was assassinated. Although King was honored by Time as its Man of the Year in 1964, the same year he won the Nobel Peace Prize, prior to King’s assassination there was not a reason for the press to commemorate King’s biography or place in history. The identification between King and his enunciated â€Å"dream† heard by millions was unavoidable and seemingly inevitable. Soon after his death, Motown Records reissued a single recording of the â€Å"Dream† speech (Waller 48). Eulogizing King in 1968, Time spoke of the â€Å"dream† peroration of his speech as the peak of his oratorical career (â€Å"Transcendent†). While Corretta King asked supporters to â€Å"join us in fulfilling his dream† (Rugaber 1), the New York Times structured its eulogy of â€Å"the fallen martyr† by discussing aspects of his â€Å"dream† (â€Å"He had a dream† E12), and in another article judged that his speech at the LincolnMemorial was â€Å"the high point of Dr. King’s war for civil rights† (Mitgang E1). King himself perpetuated his identification with â€Å"the dream† by introducing it into his later speeches. 188 ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews Immediately after the assassination, Democratic Congressmen proposed the establishment of a Martin Luther King Jr. oliday, but it did not come to fruition until 1983 (Hansen, The Dream 216). The holiday itself has given impetus for annual memorializing of King and synoptic renderings of his life. Thus, the speech, particularly the prophetic â€Å"dream† section and dramatic conclusion, continued to be heard by virtually every generation of Americans. The speech was widely anthologized and was so widely taught in college public speaking classes that in 1982 Haig Bosmajian published an article in Communication Education to correct inaccurate versions of the speech. In 1998, Time listed it as one of only four of the â€Å"century’s greatest speeches,† putting the speech in a firmament with speeches by Churchill, Roosevelt, and Kennedy and offering an abbreviated quotation of the â€Å"dream† section and peroration (â€Å"Four†). Within recent years, two books have been written about the speech, as books were also written about the Gettysburg address (Sunnemark; Hansen, The Dream). There are few American speeches so important as to inspire book-length treatments. The anointing of the speech by the media has been a mixed blessing. Historians and civil rights proponents caution against the condensation of a rich life into a single event. King’s later speeches, which include continued references to his dream, proved less successful in the North than they had been in the South. â€Å"I have felt my dreams falter,† he said in Chicago in 1965, and on Christmas Eve 1967, reflecting on his own life, he added a dream reference made famous by poet Langston Hughes: â€Å"I am personally the victim of deferred dreams, of blasted hopes. In his final years, the sweeping imagery of his famous 1963 speech gave way to a more focused advocacy on behalf of African Americans in their struggles for jobs, higher salaries, better working conditions, and integration (Hansen, â€Å"King’s Dreams† E11). King also adamantly opposed the VietnamWar and called for a guaranteed family income. Worried about the dissolution of the civil rights movement, he argued for a more aggressive and disruptive brand of nonviolence, threatened boycotts, and even suggested obstructing the national Democratic and Republican conventions (â€Å"Transcendent†). Because King’s rhetoric is defined by the celebrated dream speech, his later speeches, which do not fit this model, are relatively unremembered. How much â€Å"I Have a Dream† has come to represent Martin Luther King is revealed by the planned national memorial in Washington, DC, for which ground was recently broken. Situated between the Lincoln and Jefferson Memorials, the Martin Luther King Memorial will include structures and elements that materially evoke King’s speeches, particularly â€Å"I Have a Dream. Clayborne Carson, the director of the King Paper’s Project at Stanford University, offered suggestions for the design selected from among more than 900 submissions. He proposed that King’s public words be used as inspiration for the structures in the open-air Martin Luther King Jr. ’s â€Å"I Have a Dream† Speech 189 memorial. Thus the features of the memorial include a â€Å"mountain of despair† and a â€Å"stone of hope,† reflecting a phrase from the speech. There is a fountain meant to symbolize the biblical quotation King used in the speech, the passage that â€Å"Justice rolls down like water and righteousness like a mighty stream. There are naves, representing the leaders of the civil rights movement, â€Å"hewn from rock, with rough edges on the outside, and smooth stone on the inside,† again an homage to a biblical passage in King’s dream speech (â€Å"The rough places shall be made plane and the crooked places shall be made straight†) (Konigsmark 1B). The importance of King’s speech in American history is also illustrated by its incorporation at the Lincoln Memorial. Visitors can watch footage of King’s speech and note the spot where King delivered the speech, which is conspicuously marked with an X. Conclusion Historical interest in how King came to include the â€Å"I have a dream† section is comparable to the interest in how Lincoln composed his Gettysburg Address, which has produced tales of fanciful composition on an envelope while en route to Gettysburg. King had been given seven minutes to deliver his speech and his prepared text fit roughly into that time limit until King departed from his text to declare that â€Å"We will not be satisfied until justice runs down like waters and righteousness like a mighty stream. The voluble affirmation from the audience made King reluctant to continue reading from his manuscript. At this crucial turn, King recast the subdued request that the attendees should â€Å"go back to our communities† with a dynamic series of imperatives: â€Å"Go back to Mississippi. Go back to South Carolina. Go back to Louisiana. Go back to the slums and ghettos of our Northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. † Mahalia Jackson, who had earlier sung a black spiritual, shouted from behind King: â€Å"Tell ‘em about the dream, Martin. Whether through the singer’s prompting or by his own initiative, King launched nearly seamlessly into the now famous sentences that embodied his dream (Branch 881–82). There are competing accounts of why King chose to depart from his text and prepared conclusion to improvise the â€Å"I have a dream† refrain. While Corretta said that he had considered including this section beforehand if the moment was right, in a 1963 interview King remembered that he included it on an impulse: â€Å"I just felt I wanted to use it here. I don’t know why. I hadn’t thought about it before the speech† (Hansen, The Dream). King’s version lends credence to Coretta’s idea that it was inspired by a higher power (King). Inspired prophecy should not require a prepared text, and extemporaneous speech, like the â€Å"winged words† of Homer’s heroes, is regarded as more authentic than written ones. 190 ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews No one, not even King, could anticipate the place his scintillating speech would take in public memory. In 1963 King delivered 350 speeches and sermons. His message and rhetoric were often the same although the size of his audience and the amplitude of his public exposure were never so great. Of course, the speech itself is powerful and memorable, but contextual forces, including the live airing of the speech, King’s assassination, and the enactment of a national holiday celebrating King all contributed to making â€Å"I Have a Dream† a symbol of King’s life, which in turn is a symbol of the civil rights movement. It was and continues to be a media event. It expresses in shorthand the sentiments that the public is supposed to recall. What was a performed text delivered with a political purpose has been translated by the media into a symbolic narrative that casts King as the heroic voice of those for whom the dream had not yet become a reality.

Essay on Janie in Their Eyes Were Watching God -- Their Eyes Were Watc

The Charater of Janie in Their Eyes Were Watching God      Ã‚  Ã‚   In Zora Neale Hurston's Their Eyes Were Watching God, Janie Crawford is the heroine. She helps women to deal with their own problems by dealing with hers. She deals with personal relationships as well as searches for self-awareness. Janie Crawford is more than a heroine, however, she is a woman who has overcome the restrictions placed on her by the oppressive forces and people in her life.    As a young woman, Janie had no complaints about her role in society and fit in as most young people do. Eventually, Janie made it her purpose to outgrow this mold, defying her societal role and fulfilling her dream of becoming the assertive woman she always wanted to be. To personalize the novel, the female perspective is introduced very early in the story. "Now, women forget all those things they don't want to remember, and remember everything they don't want to forget. The dream is the truth. Then they act and do things accordingly" (Page 1). This phrase not only explains female dreams in Janie's world, but it also foreshadows the restrictions placed upon women in that world. "They act and do things accordingly." Women are expected to comply and not fight when they are told they are not allowed to... ... Connection: Feminist Strategies in American Fiction. " Women's Studies 28.2 (1999): 185-201. Hurston, Zora Neale. Their Eyes Were Watching God. New York: Perennial Classics, 1990. Interpretations: Zora Neale Hurston's Their Eyes Were Watching God. Ed. Harold Bloom. New York: Chelsea House Publishers, 1987. Kayano, Yoshiko. "Burden, Escape, and Nature's Role: A Study of Janie's Development in Their Eyes Were Watching God." Publications of the Mississippi Philological Association (1998): 36-44. Kubitschek, Missy Dehn. " 'Tuh de Horizon and Back': The Female Quest in Their Eyes Were Watching God." Modern Critical

Explain what is meant by the term national curriculum Essay

The basic school curriculum includes the national curriculum, religious education and sex education. The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things it is defined by four key stages to be spread over the 12 years of compulsory years of schooling. It covers what subjects are taught and the standards children should reach in each subject. Other types of schools such as academies and private schools don’t have to follow the national curriculum. Academies must teach a broad and balanced curriculum including English, maths and science. They must also teach religious education. The national curriculum is organised into four key stages at the end of each key stage, the pupil’s teacher will formally assess their performance to measure the pupil’s progress. This will set targets for learning and will also show how performance will be assessed and then reported. For each subject there’s a programme of study, it describes what children should learn. Discuss 5 factors that influence learning The influence of other people can have an affect the pupils learning the ways in which this can happen is by the way there family encourage learning if their family encourages and is enthusiastic about learning the student is more likely to be enthusiastic and therefore become a more effective learner if the students family do not promote the benefits of learning this can make the child less enthusiastic giving them an undervalued opinion of learning and education and affecting their capabilities.

Syllabules

Copyright  © 2012, 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004, 2003, 2001, 2000, 1999 by University of Phoenix. All rights reserved. Course Description This course introduces the fundamental, logical, and design considerations addressed during system and application software development. It provides a solid background in information systems analysis and design techniques through a combination of theory and application. The Systems Development Life Cycle will be fundamental to the course. PoliciesFaculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in whic h you attend class.If you have recently changed modalities, read the policies governing your current class modality. Course Materials Blankenship, E. , Woodward, M. , Holliday, G. , & Keller, B. (2011). Professional team foundation server 2010. Indianapolis, IN: Wiley. Dennis, A. , Wixom, B. H. , & Roth, R. M. (2012). Systems analysis & design (5th ed. ). Hoboken, NJ: John Wiley & Sons. Schiesser, R. (2011). IT systems management (2nd ed. ). Boston, MA: Pearson Education. Valacich, J. S. , George, J. F. , & Hoffer, J. A. (2012). Essentials of systems analysis and design (5th ed. ).Upper Saddle River, NJ: Pearson Education Software Microsoft ® Visio ® Microsoft ® Project ® (Recommended) Toolwire Personal Student Desktop All electronic materials are available on the student website. |Week One: Systems Development Life Cycle | | |Details |Due |Points | |Objectives |Define the systems development life cycle. | | | |Describe Roles of Systems Analyst and Others in System Develop ment Projects. | | | |Participation |Answer both DQ1 and DQ2 each week. Other DQs are optional and can be answered to meet required|DQ1 – Day 3 |4 | | |participation. Remember you are to post 2 substantive postings on 4 different days of the |DQ2- | | | |week.All substantive posts in Main count towards participation. |Day 4 | | |Learning Team |Resource: Learning Team Toolkit |Day 7 |1 | |Instructions | | | | |Team Charter |Complete the Learning Team Charter. One team member posts the Charter to their Assignments | | | |tab. | | | |Learning Team |Complete Service Request SR-kf-013. See the Team Paper Rubric posted in the Course Materials |Week 5 | | |Instructions |Forum. | | | |Service Request | | | | |SR-kf-013 Paper |Examine each stage of the SDLC for the Kudler Fine Foods Frequent Shopper Program. | | | | | | | | |Prepare a 12- to 16-page paper, due in Week Five. | | | | | | | | | |Post your team Project Plan and update it each week. | | | Week Two: Systems Analysis | | |Details |Due |Points | |Objectives | | | | | |Explain scope and feasibility. | | | | |Define systems analysis and systems requirements. | | |Participation |Answer both DQ1 and DQ2 and post 2 substantive postings on 4 different days of the week. |4 days of week|4 | |Learning Team |Continue working on the Service Request SR-kf-013 for Kudler Fine Foods. | | | |Instructions |Create a detailed outline for each section of the paper. | | | |Service Request | | | | |SR-kf-013 Paper |Post your Project Plan for SR-kf-013.List all deliverables, assign them equitably to team | | | |(Preparation) |members and add due dates for each | | | | | |Day 7 |5 | |Individual |As one of the program outcomes for the Bachelor of Science in Information Technology program, | | | |Service Request |students must apply the principles of systems analysis and design to fundamental business | | | |SR-rm-022, Part 1 |systems within the organization. | | | | | | | | | |The final individual paper for this cla ss includes three sections; the final section is due in| | | | |Week Four. One section of the paper is due each week. The rubric is posted in the Course | | | | |Materials Forum. | | | | | | | | |Complete Section 1 of the Service Request SR-rm-022 paper. Using the Service Request | | | | |SR-rm-022, analyze the HR system. | | | | |Prepare a 4- to 6-page paper that accomplishes the following: | | | | | | | | | |What key stakeholders in Riordan Manufacturing would you gather requirements from? | | | | | | | | |Describe the information-gathering techniques and systems analysis tools you would propose for| | | | |the project. | | | | | | | | | |Identify the key factors that help ensure the information required for the project is gathered| | | | |successfully. | | | | | | | | |Explain what project scope is and why it is important. Describe the areas of project | | | | |feasibility that are examined in the analysis phase of the SCLC. | | | | | | | | | |Cite and discuss 2 to 3 referen ces, in addition to the required readings, that are relevant to| | | | |the assignment. Include citations and references formatted consistent with APA guidelines. | | | | | | | | |Submit Section 1 of the final paper. | | | | | | | | | | | | | | | | | | | | |Day 7 |15 | Week Three: Systems Design | | |Details |Due |Points | |Objectives | | | | | |Define design specifications. | | | |Participation |Answer both DQ1 and DQ2 and post 2 substantive postings on 4 different days of the week. 4 days of week| | | | | |4 | |Learning Team |Continue working on Service Request SR-kf-013 Paper, due in Week Five. | | | |SR-kf-013 Paper | | | | |(Preparation) |Submit Updated Project Plan (Add actual delivery dates / comments) | | | | | |Day 7 |2 | |Individual |Complete Section 2 of the Service Request SR-rm-022 paper.This week’s assignment incorporates|Day 7 |15 | |Service Request |the transition from analysis to design. Revise Section 1 based on faculty feedback. | | | |SR-rm-022, Part 2 | | | | | |Prepare a 4- to 6-page paper that includes the following: | | | | | | | | | |Describe the application architecture and process design.Include a high-level description of | | | | |the security controls you recommend for the design of this HR system. | | | | | | | | | |Apply the tools of systems analysis to describe the information system’s architecture in terms| | | | |of data, processes, interfaces, and network. You can use a Microsoft ® Visio ® diagram to draw | | | | |examples of flow charts, data flow diagrams, and any other design tools. | | | | | | | | |Cite and discuss 2 to 3 references, in addition to the required readings, that are relevant to| | | | |the assignment. Include citations and references formatted consistent with APA guidelines. | | | | | | | | | |Submit Section 2 of the paper ONLY. | | | Week Four: Systems Development and Implementation | | |Details |Due |Points | |Objectives | | | | | |Identify the activities involved in sy stems development. | | | | |Identify the activities involved in systems implementation. | | | | |Identify the activities involved in systems operations. | | | |Participation |Answer both DQ1 and DQ2 and post 2 substantive postings on 4 different days of the week. 4 days of week|4 | |Learning Team |Continue working on Service Request SR-kf-013 Paper, due in Week Five. | | | |SR-kf-013 Paper | | | | |(Preparation) |Submit Updated Project Plan (Add actual delivery dates / comments) | | | | | |Day 7 |2 | |Individual |Complete Section 3 of the Service Request SR-rm-022 paper.This section incorporates the |Day 7 |20 | |Completed SR-rm-022 |transition from design to implementation. Revise Sections 1 and 2 based on faculty feedback. | | | | | | | | | |Prepare a 4- to 6-page section that accomplishes the following: | | | | | | | | | |Describe the implementation stage for this project. | | | |Include a discussion of the six major activities for the implementation stage as described in | | | | |the text: | | | | | | | | | |Coding | | | | |Testing | | | | |Installation | | | | |Documentation | | | | |Training | | | | |Support | | | | | | | | |Describe in the discussion of these six activities how each activity would be specifically | | | | |planned for the individual project situation. | | | | |Discuss the benefits of using defined and repeatable processes for accomplishing these | | | | |activities for the implementation stage. | | | |Cite and discuss 2 to 3 references, in addition to the required readings, that are relevant to| | | | |the assignment. Include citations and references formatted consistent with APA Guidelines. | | | | | | | | | |Compile and Submit Sections 1 through 3 into one final 12-18 page paper with any suggestions | | | | |and revisions completed to the previously submitted sections. | | | Week Five: Maintenance | | |Details |Due |Points | |Objectives | | | | | |Define systems maintenance and how it is performed. | | | | |Explain system configuration management. | | | |Participation |Answer both DQ1 and DQ2 and post 2 substantive postings on 4 different days of the week. |4 days of week|4 | |Learning Team |Complete Service Request SR-kf-013. Day 7 |20 | |Service Request | | | | |SR-kf-013 Paper |Submit your 12- to 16-page paper. | | | Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

How to Conjugate the Verb Avere in Italian

How to Conjugate the Verb Avere in Italian In Italian, â€Å"avere† can be defined as:   To haveTo ownTo obtainTo holdTo wearTo receive What to Know About â€Å"Avere† It’s an irregular second-conjugation verb, so it doesn’t follow the typical -ere verb ending pattern.It’s a transitive verb, so it takes a direct object.The infinito is â€Å"avere.†The participio passato is â€Å"avuto.†The gerund form is â€Å"avendo.†The past gerund form is â€Å" avendo avuto.† Indicativo/Indicative Il presente io ho noi abbiamo tu hai voi avete lui, lei, Lei ha essi, Loro hanno Esempi: Abbiamo fame! Possiamo andare in pizzeria? - We’re hungry! Can we go to the pizzeria?Ho un brutto presentimento! - I have a bad feeling! Il passato prossimo io ho avuto noi abbiamo avuto tu hai avuto voi avete avuto lui, lei, Lei, ha avuto essi, Loro hanno avuto Esempi: Quel giorno ho avuto tanta paura. Non volevo vederlo. - I was really scared that day. I didn’t want to see him.Quei ragazzi hanno avuto un’infanzia infelice. - Those guys had a sad childhood. L’imperfetto io avevo noi avevamo tu avevi voi avevate lui, lei, Lei aveva essi, Loro avevano Ad esempio: Quando avevo nove anni, sono andato a Roma con i miei. - When I was nine years old, I went to Rome with my parents. Il trapassato prossimo io avevo avuto noi avevamo avuto tu avevi avuto voi avevate avuto lui, lei, Lei aveva avuto essi, Loro avevano avuto Ad esempio: Si fidi (di me), non aveva avuto nessun’ importanza. - Trust me, it wasn’t important at all. Il passato remoto io ebbi noi avemmo tu avesti voi aveste lui, lei, Lei ebbe essi, Loro ebbero Esempi: Ebbe un gatto che si chiamava Alberto. - He had a cat called Alberto.Quel giorno i miei genitori ebbero un colpo di fortuna. - My parents had a stroke of luck that day. Il trapassato remoto io ebbi avuto noi avemmo avuto tu avesti avuto voi aveste avuto lui, lei, Lei ebbe avuto essi, Loro ebbero avuto TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io avr noi avremo tu avrai voi avrete lui, lei, Lei avr essi, Loro avranno Ad esempio: Avrà ² cura di te. - I’ll take care of you. Il futuro anteriore io avr avuto noi avremo avuto tu avrai avuto voi avrete avuto lui, lei, Lei avr avuto essi, Loro avranno avuto Ad esempio: Ha fatto le bizze? Strano, avr avuto fame. - She had a tantrum? Weird, she must have been hungry. Congiuntivo/Subjunctive Il presente che io abbia che noi abbiamo che tu abbia che voi abbiate che lui, lei, Lei abbia che essi, Loro abbiano Ad esempio: Penso che tu abbia un buon lavoro, non credi? - I think you have a good job, you don’t think so? Il passato io abbia avuto noi abbiamo avuto tu abbia avuto voi abbiate avuto lui, lei, egli abbia avuto essi, Loro abbiano avuto Ad esempio: Malgrado abbia avuto voglia di un gelato, non ne ho mangiato. - Even though I wanted an ice cream, I didn’t eat one. L’imperfetto io avessi noi avessimo tu avessi voi aveste lui, lei, egli avesse essi, Loro avessero Ad esempio: Credevo che tu avessi due sorelle, invece ne hai solo una. - I thought you had two sisters, but instead, you only have one. Il trapassato prossimo io avessi avuto noi avessimo avuto tu avessi avuto voi aveste avuto lui, lei, Lei avesse avuto essi, Loro avessero avuto Esempi: Se avessero avuto freddo, me lo avrebbero dovuto dire! - If they were cold, they should have told me!Pensavo che tu avessi avuto sufficiente tempo per pensare! - I thought you’ve had enough time to think! Condizionale/Conditional Il presente io avrei noi avremmo tu avresti voi avreste lui, lei, Lei avrebbe essi, Loro avrebbero Esempi: Professore, avrei una domanda.. - Professor, I have a question. (formal)Avrei proprio voglia di un gelato! - I would really have an ice-cream right now! Il passato io avrei avuto noi avremmo avuto tu avresti avuto voi avreste avuto lui, lei, egli avrebbe avuto essi, Loro avrebbero avuto Ad Esempio Non avrei mai avuto il coraggio di trasferirmi in Italia tutta sola! - I would have never had the courage to move to Italy all by myself!

Return on Assets What It Is and How to Use It

Return on Assets What It Is and How to Use It SAT / ACT Prep Online Guides and Tips The business world is full of acronyms, and keeping them all straight can be tough. What is Return on Assets, also known as ROA? Read on to learn exactly what ROA is, how you can use the ROA formula to calculate it, how ROA relates to similar financial ratios, and, most importantly, what you can learn about the success and future of a company from its ROA. What Is Return on Assets? Return on assets (sometimes known as Return on total assets) is a financial ratio that tells how much profit a company can generate from its assets. Successful businesses are able to earn more money from their assets, and ROA tells you how well a business is doing that. In general, the higher the ROA, the better the company is doing because higher ROAs indicate a company is more effectively using its assets to generate profits. In other words, they’re earning more money on less investment. How Do You Calculate Return on Assets? Return on assets is calculated as the ratio of the company’s net income to its average total assets. Net income (also known as net profit) is the amount of total revenue remaining after accounting for all expenses. Total assets are all the resources a company owns that have economic value. Here’s the ROA formula: ROA = Net Income à · Average Total Assets For example, if a company has $20,000 in total assets and generates $2,000 in net income, the return on assets calculator tells you that its ROA would be $2,000 / $20,000 = 0.1 or 10%. An ROA of 10% means the company earned $0.10 for every $1 it has in assets. What Does ROA Tell You? The return on assets ratio is a way to determine how well a company is performing. It shows how well a company can convert the money used to purchase assets into profits. As mentioned above, higher ROAs are generally better because they show the company is efficiently managing its assets to produce more net profits. In general, an ROA over 5% is considered good. However, ROA can vary by industry, so instead of comparing one company’s ROA to a completely different company’s ROA to try to see which one is doing better, you’ll get more accurate data by comparing one company’s current ROA to its past ROA or to the ROA of another company in the same field. Here are the ROAs of several well-known companies. Notice how much they vary from each other. You could compare the ROA of Facebook to the ROA of Snap (Snapchat’s parent company) and say pretty confidently that Facebook provides a better return on assets than Snap because the difference (23.97% vs -40.62%) is so great and also because they’re in the same industry. However, you shouldn’t compare to ROA of Facebook with, say, the ROA of McDonald's because the two are in completely different industries. The data below is the ROA of each company from October through December 2018, and it comes from Macrotrends. Facebook: 23.97% McDonald's: 18.50% Target: 7.03% Exxon: 6.08% Snap: -40.62% New York Times: 6.36% General Motors: 4.25% Tesla: -3.42% Additionally, keep in mind that ROA isn’t a surefire way to gauge how well a company is doing because, like any other single financial value, it doesn’t include the whole picture. For example, companies with large initial investments will typically have lower ROAs, even if they’re doing well. Knowing additional financial ratios of a company will give you a better idea of how well it's doing compared to just looking at its ROA alone. We discuss two other key financial ratios in the next section. How Is ROA Different From ROE or ROI? Like ROA, Return on Equity (ROE) and Return on Investment (ROI) are ratios used to measure the performance of businesses. Understanding the differences between the three will help you get a more complete view of how well a company is doing and how different factors are impacting its success. ROA vs ROE Both ROA and ROE measure how a company uses its resources. However, ROE only measures the return on a company’s equity and doesn’t account for a company’s debt. ROA does include the company’s debt. The more debt a company takes on, the higher its ROE will be relative to its ROA, and if a company has no debt, its ROE would equal its ROA. Here’s the formula for Return on Equity: ROE = Net Income à · Shareholder Equity Both ROA and ROE have net income in the numerator, but ROE has shareholder equity in the denominator. Shareholder equity = assets - liabilities. That inclusion of liabilities is the difference between ROE and ROA (ROA only has assets in the denominator). Investors typically use both values to determine how well a company is doing. The ROE value shows how effectively investments are generating income, while ROA shows how effectively the company’s assets are being used to generate income. ROA vs ROI ROI evaluates the impacts investments have had on a company during a defined period. Here’s the ROI formula: ROI = (Earnings - Initial Investment) à · Initial Investment Because assets and profitability of businesses can vary widely across industries, ROA is typically only useful for comparing similar companies within the same industry. ROI, however, can be used to compare companies in different industries because analysts can use ROI values to determine which company, in any industry, will return the most profits if they choose to invest in it. Summary: Return on Assets Ratio The return on assets ratio is a way to tell how much profit a company can generate from its assets. The ROA formula is: ROA = Net Income à · Average Total Assets The return on assets formula is one useful way to measure a company’s success, and, in general, the higher the ROA, the better. However, don’t rely exclusively on ROA to determine if a company is doing well, and don’t compare the ROAs of companies in different industries, since difference industries typically have different average ROAs. What's Next? Working on a research paper but aren't sure where to start?Then check out our guide, where we've collected tons ofhigh-quality research topicsyou can use for free. Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa). Are you learning about logarithms and natural logs in math class?We have a guide on all the natural log rules you need to know.

Personal Liberties Essay Example | Topics and Well Written Essays - 750 words

Personal Liberties - Essay Example Between January 2013 and December 2013, a total of 92.3 billion pounds of food were wasted in the United States. It is due to the capitalistic system in which all aspects of lifestyle and society require access to currency in order to procure products and services. Without this access, an individual will be homeless, have nothing to eat, and generally be at risk of death without adequate access to important health-sustaining resources. Businesses in the capitalistic system consider all of their assets to be associated with a pricing structure and government provides regulatory and legislative support for this system which continues to contribute to higher starvation rates across the country. To simply enter a grocery outlet, fill a shopping cart, and subsequently push it out the door without providing payment is considered a criminal act in the capitalistic system. This thereby prevents people in American society without access to high volumes of currency from having any quality life style as they have become, essentially, slaves to a system that favors the value of money over human life. I am supportive of a socialist system, one where resources are more fairly distributed to all members of society and where class divisions are broken down to provide equity in resource allocation. Even the ideological Communist system has merits in its doctrines as this type of system desires to completely abolish all forms of currency and return society back to a barter and trade type of system to ensure equity.